Uma proposta de ensino problematizado sobre a tabela periódica para a educação de jovens e adultos

Abstract

In search of a participative teaching of chemistry, which builds on the dialogue between educators and students, this research search to investigate the contributions of problematized teaching in Chemistry in Education of Youth and Adult (EJA). It was found in Paulo Freire's theory the humanization of teaching and the reflection on transformative education, the necessary foundation for work discussions. The activities were developed from the three pedagogical moments, on the Periodic Table of Elements content. The research has a qualitative character, as the social relations between the research subjects within the teaching-learning process were considered, as EJA students, who have a specific reality, so the Case Study was adopted as a research design. The instruments used in data collection were questionnaires, observation, conversation circle and text production. Data were evaluated for discursive textual analysis. The theme Chemistry and Health emerged through the preliminary investigation of the reality and vocabulary universe of the students, enabling the problematizing approach of the Periodic Table. As a result, the main contributions were the increase in interest and participation with regard to knowing more about chemistry and understanding it as an instrument for reading and interpreting the world. From the problematizing approach of the periodic table, it was noticed that the most developed conceptual knowledge and expressed at different times by the students were related to the constitution of substances, chemical elements and molecules, as well as the concepts that the periodic table provides us, such as atomic numbers, symbols, and properties.